1. Designing Effective PowerPoint Presentations Victor Chen ERAU • Best viewed by PowerPoint 2001 or later • Click whenever you want to continue

2. Designing Effective PowerPoint Presentation Big Progressive Simple Consistent Summary Clear • Click the words to explore • Press <-- to go back • Press Esc to stop

3. Make It Big

4. Make it Big (Text) • This is Arial 12 • This is Arial 18 • This is Arial 24 • This is Arial 32 • This is Arial 36 • This is Arial 44

5. Make it Big (Text) Too Small • This is Arial 12 • This is Arial 18 • This is Arial 24 • This is Arial 32 • This is Arial 36 • This is Arial 44

6. 2 m Make It Big (How to Estimate) • Look at it from 2 metres away

7. Keep It Simple

8. Keep It Simple (Text) • Too manycolours • TooManyFontsandStyles • The 6 x 7 rule • No more than 6 lines per slide • No more than 7 words per line

9. Keep It Simple (Text) Instructional Technology:A complex integrated process involving people, procedures, ideas, devices, and organization, for analyzing problems and devising, implementing, evaluating, and managing solutions to those problems in situations in which learning is purposive and controlled(HMRS 5th ed.) Too detailed !

10. Keep It Simple (Text) Instructional Technology: A process involving people, procedures & tools for solutions to problems in learning (HMRS 5th ed.) Much Simpler

11. Falling Leaves Observed Too detailed !

12. Falling Leaves in Millions Much Simpler

13. Falling Leaves Too detailed !

14. Falling Leaves Much Simpler

15. Keep It Simple (Picture) • Art work may distract your audience • Artistry does not substitute for content

16. Keep It Simple (Sound) • Sound effects may distract too • Use sound only when necessary

17. Keep It Simple (Transition) • This transition is annoying, not enhancing • "Appear" and "Disappear" are better

18. Keep It Simple (Animation) 2 m Too distracting !

19. 2 m Keep It Simple (Animation) Simple & to the point

20. Make It Clear

21. Make It Clear (Capitalisation) • ALL CAPITAL LETTERS ARE DIFFICULT TO READ • Upper and lower case letters are easier

22. Sanserif Z Serif Z Make It Clear (Fonts) clear busy

23. Make It Clear (Fonts) • Serif fonts are difficult to read on screen • Sanserif fonts are clearer • Italics are difficult to read on screen • Normal or bold fonts are clearer • Underlines may signify hyperlinks • Instead, use colours to emphasise

24. Make It Clear (Numbers) Use numbers for lists with sequence For example: How to put an elephant into a fridge? 1. Open the door of the fridge 2. Put the elephant in 3. Close the door

25. Make It Clear (Numbers) How to put a giraffe into a fridge? 1. Open the door of the fridge 2. Take out the elephant 3. Put the giraffe in 4. Close the door

26. Make It Clear (Bullets) Use bullets to show a list without • Priority • Sequence • Hierarchy, …..

27. Make It Clear (Colours) • Use contrasting colours • Light on dark vs dark on light • Use complementary colours

28. low contrast high contrast Make It Clear (Contrast) • Use contrasting colours • Light on dark vs dark on light • Use complementary colours

29. Make It Clear (Contrast) • Use contrasting colours • Light on dark vs dark on light • Use complementary colours This is light on dark

30. Make It Clear (Contrast) • Use contrasting colours • Light on dark vs dark on light • Use complementary colours This is dark on light

31. Make It Clear (Complement) • Use contrasting colours • Light on dark vs dark on light • Use complementary colours These colours do not complement

32. Make It Clear (Complement) • Use contrasting colours • Light on dark vs dark on light • Use complementary colours These colours complement

33. Make It Clear (Size) • Size implies importance

34. Make It Clear (Size) • Size implies importance

35. Make It Clear (Focal Points) • Focal points direct attention

36. Make It Clear (Focal Points) • Focal points direct attention

37. Be Progressive

38. Types of Instructional Tools Individual Constructive Tools Social Constructive Tools Discovery Learning Too many in one go! Informational Tools Guided Inquiry Mode of Instruction Individual Instructive Tools Social Communicative Tools Direct Instruction Individual Pair Group Complexity of Interactions

39. Types of Instructional Tools Individual Constructive Tools Social Constructive Tools Discovery Learning Informational Tools Guided Inquiry Progressive & thus focused Mode of Instruction Individual Instructive Tools Social Communicative Tools Direct Instruction Individual Pair Group Complexity of Interactions

40. Understanding Technology Mouse I/O Error Main Storage CPU Too many & not focused Function key User interface Software Debugger Floppy disk Backup system

41. Understanding Technology Mouse I/O Error Main Storage CPU Progressive & thus focused Function key User interface Software Debugger Floppy disk Backup system

42. Be Consistent

43. Be Consistent • Differences draw attention • Differences may imply importance • Use surprises to attract not distract

44. This tick draws attention Be Consistent • Differences draw attention • Differences may imply importance • Use surprises to attract not distract

45. These differences distract! Be Consistent • Differences draw attention • Differences may imply importance • Use surprises to attract not distract

46. This implies importance Be Consistent • Differences draw attention • Differences may imply importance • Use surprises to attract not distract

47. Confusing differences! Be Consistent • Differences draw attention • Differences may imply importance • Use surprises to attract not distract

48. This surprise attracts Be Consistent • Differences draw attention • Differences may imply importance • Use surprises to attract not distract

49. These distract! Be Consistent • Differences draw attention • Differences may imply importance • Use surprises to attract not distract

50. In Summary • Big • Simple • Clear • Progressive • Consistent